Staffing Constraints

A quarter of schools lacked staff time; one-fifth could not find service providers with capacity

Sample (N = 450) · Principals answering the implementation experience agreement statements

A quarter of schools struggled to find the staff time required to implement BTAM, and one-fifth could not identify school and local service providers that had enough capacity to support BTAM efforts (e.g., counselors, mental health treatment providers).

• Early Implementation Challenges
• Service Provider Capacity
• Staffing Constraints

cite page 34 Ch 3: When Did Schools Establish BTAM Teams?

Table 3.1: Enough staff time to implement BTAM: 24 / 20 / 55

Sample (N = 450) · Principals answering the implementation experience agreement statements

We had enough staff time to implement BTAM. | 24 | 20 | 55

• Early Implementation Challenges
• Staffing Constraints

cite page 35 Ch 3: When Did Schools Establish BTAM Teams?

Principals confirmed which specialized staff are present at school full or part time (Table 5.1)

We confirmed with principals what types of specialized staff—counselors, nurses, social workers, psychologists, sworn law enforcement officers, and security guards—are present at their schools either full time or part time (see Table 5.1).

• Staffing Constraints
• Team Composition

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?

Some types of schools much more likely than others to have these personnel available

Importantly, some types of schools were much more likely to have these personnel available than others.

• Staffing Constraints
• Subgroup Differences

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?

Most schools (57 percent) implement BTAM without dedicated staff or additional funds

Sample (N = 1376) · Teams answering community support / challenges / processes / training questions

Most schools (57 percent) said their BTAM programs are implemented without dedicated staff or additional funds beyond the levels already available.

• Funding
• Staffing Constraints

cite page 49 Ch 5: How Are Schools Operationalizing BTAM?

Staffing constraints make BTAM difficult to maintain: 16 percent

Sample (N = 1376) · Teams answering community support / challenges / processes / training questions

Staffing constraints make BTAM difficult to maintain | 16

• Current Challenges
• Staffing Constraints

cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time

Staffing constraints top internal challenge: 16 percent of schools say it makes BTAM difficult to ma

Sample (N = 1376) · Teams answering community support / challenges / processes / training questions

Staffing constraints were identified as the top internal challenge related to BTAM; 16 percent of schools reported that staffing constraints can make BTAM difficult to maintain.

• Current Challenges
• Staffing Constraints

cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time

Staff time was also top concern for principals asked about BTAM initial implementation

Notably, sufficient staff time was also the top concern identified by principals who were asked questions about their experiences during BTAM’s initial implementation phase.

• Early Implementation Challenges
• Staffing Constraints

cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time

Staff capacity is likely a perennial concern for schools asked to do more to support students

This suggests that staff capacity is likely a perennial concern for schools asked to do increasingly more to support students.

• Staffing Constraints

cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time

Table A.56, Staffing constraints make BTAM difficult to maintain: 17.9 / 16.4

Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)

Staffing constraints make BTAM difficult to maintain | 17.9 | 16.4

• Current Challenges
• Staffing Constraints

cite page 139 Appendix A: Survey Frequencies